Publications

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2021

McKay, T.H., Teimouri, Y., Sağdıç A., Salen, B., Reagan. D., & Malone, M. (2021). The cagey C-test construct: Some evidence from a meta-analysis of correlation coefficients. System, 99(1), 1-19. https://doi.org/10.1016/j.system.2021.102526

2020

Sykes J.M., Malone M.M., Forrest L., Sağdıç A. (2020) Affordances of Digital Simulations to Measure Communicative Success. In M. A. Peters, R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer, https://doi.org/10.1007/978-981-13-2262-4_90-2

Borowczyk, M. (2020). Credentialing heritage: The role of community heritage language schools in implementing the Seal of Biliteracy. Foreign Language Annals. Advance online publication. https://doi.org/10.1111/flan.12439

2019

Bistline-Bonilla, C., DeRobles, G., & Xu, Y. (2019). Recasts in SCMC: Replicating and extending Gurzynski-Weiss et al. (2016). In R. P. Leow (Ed.), The Routledge handbook of second language research in classroom learning. New York, NY: Routledge.

Deygers, B., & Malone, M. E. (2019). Language assessment literacy in university admission policies, or the dialogue that isn’t. Language Testing. Advance online publication. https://doi.org/10.1177/0265532219826390

Malone, M. E. (2019). Afterword and next steps. In P. Winke & S. M. Gass (Eds.), Foreign Language Proficiency in Higher Education (pp. 309-318). Cham, Switzerland: Springer.

McKay, T. H., & Plonsky, L. (In press). Reliability analyses: Evaluating error. In P. Winke and T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing. New York, NY: Routledge.

Subtirelu, N., Borowczyk, M., Hernández, R. T., & Venezia, F. (2019). Recognizing whose bilingualism? A critical policy analysis of the Seal of Biliteracy. Modern Language Journal, 103(2), 371-390. https://doi.org/10.1111/modl.12556

Xu, Y. (2019). Changes in interlanguage complexity during study abroad: A meta-analysis. System, 80, 199-211. https://doi.org/10.1016/j.system.2018.11.008

2018

AELRC. (2018). Oral proficiency testing annotated bibliography. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from
https://aelrc.georgetown.edu/resources/assessment-testing/oral-proficiency-testing-bibliography/

Cox, T., Malone, M. E., & Winke, P. M. (2018). Future directions in assessment: Influences of standards and implications for language learning. Foreign Language Annals 51(1), 104-115. https://doi.org/10.1111/flan.12326

Cox, T. L., & Malone, M. E. A validity argument to support the ACTFL Assessment of Performance Toward Proficiency in Languages (AAPPL). Foreign Language Annals, 51(3), 548-574. https://doi.org/10.1111/flan.12353

Davis, J. McE. (2018). Terminology: Assessment, evaluation, and testing. In C. Coombe & J. D. Brown (Eds.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: John Wiley & Sons.

Davis, J. McE., Norris, J. M., Malone, M. E., McKay, T. H., & Son, Y. A. (Eds.). (2018). Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.

Diao, W., Donovan, A., & Malone, M. (2018). Oral language development among Mandarin learners in Chinese homestays. Study Abroad Research in Second Language Acquisition and International Education, 3(1), 33-58. https://doi.org/10.1075/sar.17002.dia

Diao, W., Wang, Y., Donovan, A., & Malone, M. E. (2018). Interactional development through dinnertime talk: The case of American students in Chinese homestays. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice. New York, NY: Routledge.

Deygers, B. (2018). University entrance language tests: Examining assumed equivalence. In J. McE. Davis, J. M. Norris, M. E. Malone, T. H. McKay, & Y. Son (Eds.), Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.

Llosa, L., & Malone, M. E. (2018). Comparability of students’ writing performance on TOEFL iBT and in required university writing courses. Language Testing. http://doi.org/10.1177/0265532218763456
 

McKay, T. H., & Abedin, N. (2018). Bangla. In J. M. Norris (Ed.), Developing C-tests for estimating proficiency in foreign language research. New York, NY: Peter Lang.

McKay, T. H., & Son, Y. A. (2018). Analyzing C-tests for text selection and improvement: A comparison of two IRT models. In J. M. Norris (Ed.), Developing C-tests for estimating proficiency in foreign language research. New York, NY: Peter Lang.

Sağdıç, A. (2018). From researchers to L2 classrooms: Teaching pragmatics through collaborative tasks. In S. Anwaruddin (Ed.), Knowledge mobilization in TESOL: Connecting research and practice (pp. 113-127). Leiden, The Netherlands: Brill Publishing.

Son, Y. A. (2018). Measuring heritage language learners’ proficiency for research purposes: An argument-based validity study of the Korean C-test. (Doctoral dissertation). Retrieved from https://repository.library.georgetown.edu/handle/10822/1053074

Son, Y. A., & Kim, A. I. (2018). Annotated bibliography: Overview of evaluation and assessment in heritage language learning. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from https://aelrc.georgetown.edu/heritage-eval-assess

Son, Y. A., Kim, A. I., Cho, E., & Davis, J. McE. (2018). Korean. In J. M. Norris (Ed.), Developing C-tests for estimating proficiency in foreign language research. New York. NY: Peter Lang.

 2017

Deygers, B. (2017). Assessing high-stakes assumptions: A longitudinal mixed methods study of university entrance language tests and of the policy that relies on them. (Doctoral dissertation). Retrieved from https://www.taalbeleidhogeronderwijs.org/wp-content/uploads/2017/10/Deygers_Dissertation-High-stakes-assumptions.pdf

Llosa, L. & Malone, M. E. (2017). Student and instructor perceptions of writing tasks and performance of writing tasks and performance on TOEFL iBT versus university writing courses. Assessing Writing 34(1), 88-99.
 

Malone, M. E. (2017). Commentary 2: Reflections on integrating technology to innovate in study abroad. System, 71, 84-86. https://doi.org/10.1016/j.system.2017.09.021

Malone, M. E. (2017). Developing instructor proficiency in oral language assessment. In N. Van Deusen-Scholl, & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education. Springer.

Malone, M. E. (2017). Training in language assessment. In Shohamy et al. (Eds.), Language testing and assessment, Encyclopedia of language and education. Springer.

McKay, T. H., & Son, Y. A. (2017). Analyzing C-test data in Winsteps: A practical how-to guide.

Norris, J. M., Davis, J. McE., & Timpe-Laughlin, V. (2017). Second language educational experiences for adult learners. London, UK: Routledge.

Norris, J. M., & Raish, M. (2017). Arabic language assessment. In K. Wahba, L. England, & Z. Taha (Eds.), Handbook for Arabic language teaching professionals in the 21st century, Volume II. London, UK: Routledge.

Son, Y. A. (2017). Toward useful assessment and evaluation of heritage language learning. Foreign Language Annals, 50(2), 367-368. https://doi.org/10.1111/flan.12273

 2016

Davis, J. McE. (2016). Toward a capacity framework for useful student learning outcomes assessment in college language programs. Modern Language Journal, 100(1): 377-399. https://doi.org/10.1111/modl.12319

Malone, M. E., & Sandrock, P. (2016). Assessment issues in world languages. In Braun, H. (Ed.), Meeting the challenges to measurement in an era of accountability (pp. 217-235). New York, NY: Routledge.

Norris, J. M. (2016). Language program evaluation. Modern Language Journal, 100(s). [Special Issue: “Celebrating the MLJ’s centenary”] https://doi.org/10.1111/modl.12307
 

Norris, J. M. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230-244. https://doi.org/10.1017/S0267190516000027

Sasayama, S. (2016). Is a ‘complex’ task really complex? Validating the assumption of cognitive task complexity. The Modern Language Journal, 100(1), 231-254. https://doi.org/10.1111/modl.12313

Weigle, S. C., & Malone, M. (2016). Assessing English for academic purposes. In K. Hyland and P. Shaw (Eds.). The Routledge handbook of English for academic purposes. London, UK: Routledge.

 2015

AELRC. (2015). Example student learning outcome (SLO) statements from U.S. college language programs. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from https://georgetown.app.box.com/s/4nbxa4q4id7fx2l2fugdyaycl4p2chth

AELRC. (2015). References on evaluation and SLO assessment in language education programs. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from https://aelrc.georgetown.edu/evaluation-bibliography

Bygate, M., Norris, J. M., & Van den Branden, K. (2015). Task-based language teaching. In C. Chapelle (Ed.), Blackwell Encyclopedia of Applied Linguistics. Cambridge, UK: Blackwell.

Davis, J. McE. (2015). The usefulness of accreditation-mandated outcomes assessment: Trends in university foreign language programs. In J. M. Norris & J. McE. Davis (Eds.), Student learning outcomes assessment in college foreign language programs. Honolulu, HI: National Foreign Language Resource Center.

Drackert, A. (2015). Validating language proficiency assessments in second language acquisition research: Applying an argument-based approach. Frankfurt am Main: Peter Lang.

Norris, J. M. (2015). Discriminant analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research (pp. 309-332). New York, NY: Routledge.

Norris, J. M. (2015). Statistical significance testing in second language research: Basic problems and suggestions for reform. In J. M. Norris, S. J. Ross, & R. Schoonen, (Eds.), Improving and extending quantitative reasoning in second language research (pp. 97-126). Malden, MA: Wiley-Blackwell. 

Norris, J. M. (2015). Thinking and acting programmatically in task-based language teaching: Essential roles for program evaluation. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Amsterdam: John Benjamins.

Norris, J. M., Plonsky, L., Ross, S., & Schoonen, R. (2015). Guidelines for reporting quantitative methods and results in primary research. Language Learning, 65(2), 375-3106. https://doi.org/10.1111/lang.12104

Sasayama, S. (2015). Validating the assumed relationship between task design, cognitive complexity, and second language task performance. (Doctoral dissertation). Retrieved from https://repository.library.georgetown.edu/handle/10822/1050805

 2014

Kondo-Brown, K., Davis, J. McE., & Watanabe, Y. (2014). Evaluation capacity building in college language programs: Developing and sustaining a student exit survey project. In J. Norris & N. Mills (Eds.), Innovation and accountability in language program evaluation. AAUSC Series Issues in Language Program Direction. Cengage.

Liskin-Gasparro, J., & Vasseur, R. (2014). Designing an embedded outcomes assessment for Spanish majors: Literary interpretation and analysis. In J. Norris & N. Mills (Eds.), Innovation and accountability in language program evaluation (pp. 83-110). AAUSC Series Issues in Language Program Direction. Cengage.

 Books by AELRC Authors

Brown, J. D., Hudson, T. D., Norris, J. M., & Bonk, W. (2002). An investigation of task-based second language performance assessments. Honolulu: University of Hawai‘i Press.

Byrnes, H., & Maxim, H., & Norris, J. M. (2011). Monograph issue: Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94(s1), 1–202. https://doi.org/10.1111/j.1540-4781.2010.01147.x

Davis, J. McE., Norris, J. M., Malone, M. E., McKay, T. H., & Son, Y. A. (Eds.). (2018). Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.

De Fina, A., Ikizoglu, D., & Wegner, J. (Eds.). (2017). Diversity and super-diversity: sociocultural linguistic perspectives. Washington, DC: Georgetown University Press.

Drackert, A. (2015). Validating language proficiency assessments in second language acquisition research: Applying an argument-based approach. Frankfurt am Main: Peter Lang.

Farnsworth, T. L., & Malone, M. E. (2014). Assessing English Learners in U.S. Schools. Alexandria: TESOL Press.

Norris, J., & Mills, N. (Eds.). (2014). Innovation and accountability in foreign language program evaluation. AAUSC Series Issues in Language Program Direction. Boston: Heinle.

Norris, J. M. (2008). Validity evaluation in language assessment. New York, NY: Peter Lang.
 

Norris, J. M. (Ed.). (2018). Developing C-tests for estimating proficiency in foreign language research. New York, NY: Peter Lang.

Norris, J. M., Brown, J. D., Hudson, T. D., & Yoshioka, J. K. (1998). Designing second language performance assessment. Honolulu: University of Hawai‘i Press.

Norris, J. M., & Davis, J. McE. (Eds.). (2015). Student learning outcomes assessment in college foreign language programs. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  

Norris, J. M., Davis, J. McE., Sinicrope, C., & Watanabe, Y. (Eds.). (2009). Toward useful program evaluation in college foreign language education. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.

Norris, J. M., Davis, J. McE., & Timpe-Laughlin, V. (2017). Second language educational experiences for adult learners. London, UK: Routledge.

Norris, J. M., & Davis, J. McE. (Eds.). (2015). Student learning outcomes assessment in college foreign language programs. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  

Norris, J. M., Ross, S. J., & Schoonen, R. (Eds.). (2015). Improving and extending quantitative reasoning in second language research. Malden, MA: Wiley-Blackwell. 

Van den Branden, K., Bygate, M., & Norris, J. M. (Eds.). (2009). Task-based language teaching: A reader. Amsterdam: John Benjamins.